Akademik Veri Yönetim Sistemi
VIII. Uluslararası Eğitim Programları ve Öğretim Kongresi (ICCI-EPOK 2021), Burdur, Türkiye, 25 - 27 Mart 2021, ss.1
Problem Statement
In the 21st century, when we consider information with
a new understanding, the individual characteristics required by the age have
also started to differ. As emphasized by many international institutions and
organizations, 21st century people are expected to have features such as
critical thinking, problem solving, collaboration, learning to learn, creative
thinking, various literacy skills, and respect for differences (Partnership for
21st Century Skills, 2008). This situation raises the need for the 21st century
people to develop multidimensionally by supporting them in cognitive, affective
and psychomotor fields. In line with this requirement, a series of regulations
have been made nationally, especially in education programs.
Another understanding that guides this restructuring
process in education is that learning is a lifelong activity. Due to the rapid
change and development in science and technology, the individual must be open
to learning and perpetuate this in order to keep up with her/his area of
expertise and progress (Kozikoğlu & Altunova, 2018). In this sense,
individuals with lifelong learning skills are expected to adapt to change
quickly and successfully. Looking at the studies in the literature, individuals
with lifelong learning skills are defined as problem-solving, self-regulating
and evaluating, able to see the relationship between events and concepts,
working in collaboration and harmony with people from all backgrounds, and
having developed thinking skills (Billing, 2007; Voogt & Roblin, 2012).
It has been concluded that the activities for the
acquisition of 21st century skills should not be limited to education at
school, but should be extended to every period of life (Kozikoğlu &
Altunova, 2018). At this point, the positive effect of especially game-based
learning activities is striking. Kirriemur and McFarlane (2004) used the game
in developing skills such as strategic thinking, planning, communication,
number application, discussion, group decision making, data processing; Bottino
and Ott (2006) pointed out that intelligence games are extremely important in
developing features such as thinking skills, logical reasoning and strategic
thinking. In addition to the educational benefits of play, its behavioral
contributions such as increasing motivation, increasing attention and
concentration (Garris, Ahlers & Driskell, 2002), developing a positive
attitude towards learning (Lou, Abrami & D'Apollonia, 2001) is often
emphasized.
The role of play, which is an activity that supports
all developmental processes of the individual in the cognitive, affective and
psychomotor fields, is very important in the lives of children in concrete
operational period (Marangoz & Demirtaş, 2017). During this period, it is stated
that children both have a pleasant time and acquire many knowledge, skills,
attitudes and values in different fields. It is necessary to make use of
game-based learning activities at a high level and evaluate the individual
contributions of these activities in order to gain the human characteristics
needed by the age and to consider learning as a life-long process. In this
context, it was aimed to determine the opinions of primary school 4th grade
students on mind and intelligence games. Accordingly, the problem statement of
the research was determined as: "What are the opinions of primary school
4th grade students on mind and intelligence games".
Method
This study is a descriptive study in qualitative
research type. Criterion sampling method, one of the purposeful sampling
methods, was used in determining the participants in the study. Accordingly,
the criteria for the participants to study in the 4th grade of primary school
and to successfully complete the training of mind and intelligence games were
determined as criteria. Thus, 21 students in a district of the eastern
Mediterranean region of Turkey participated in the study. Semi-structured
interview form was used as data collection tool in the study. The data were
analyzed using the inductive content analysis method.
Findings
As a result of the analysis carried out in line with
the purpose of the study, the views of the students about their experiences
within the scope of mind and intelligence games were categorized as
"Creating an Enjoyable Learning Environment", "Teaching
Cognitive and Affective Skills", "Creating a Democratic
Environment" and "Providing Learning Motivation". When the
findings are examined in a holistic manner, it can be said that mind and intelligence
games can contribute to the acquisition and development of both 21st century
skills and lifelong learners.
Key words: Lifelong learner,
mind and intelligence games, primary school students